GREK 101: ELEMENTARY GREEK I, FALL 2016 (1 Credit)

… τὸ τῶν Ἑλλήνων ὄνομα … μηκέτι τοῦ γένους, ἀλλὰ τῆς διανοίας δοκεῖν εἶναι, καὶ μᾶλλον Ἕλληνας καλεῖσθαι τοὺς τῆς παιδεύσεως τῆς ἡμετέρας ἢ τοὺς τῆς κοινῆς φύσεως μετέχοντας.

The name “Greek” no longer implies a people, but an outlook, and it is applied to those who share our culture rather than to those who share a common blood.

Isocrates, Panegyricus 50, 380 B.C.E.

MEETING DAYS, TIMES, AND PLACE: MTThF, noon-12:50, Wallace 115

INSTRUCTOR INFORMATION:           

Dr. Robert Holschuh Simmons

21 Wallace Hall

Office Phone:  309-457-2378

E-mail:  rsimmons@monmouthcollege.edu

Office Hours: Monday and Friday 9-10 AM, Tuesday-Thursday 1-2 PM, and by appointment.

PREREQUISITES:

Successful completion of Greek 101, or equivalent performance on a diagnostic exam.

FOR WHOM PLANNED:

This course is designed for anyone interested in developing the ability to read classical Greek that was begun in Greek I, and/or in developing the cognitive abilities that come from learning this language through the reading and grammar/translation approaches. 

COURSE DESCRIPTION:

The aim for students in Greek 101 and 102 is to learn basic reading and writing skills in Greek as quickly and as thoroughly as possible. At the end of two terms of Elementary Greek a student should know the fundamentals of Greek grammar, have a basic Greek vocabulary, and be able to read many Greek texts with the help of a dictionary. Speaking and listening skills in Greek will be encouraged only in order to assist the development of reading and writing Greek, with READING the language being the most relevant skill, and the one on which we will focus.

While Greek 101 and 102 can fulfill partial requirements for a major in Greek or Classics, they are primarily directed towards students desiring to meet the requirements for graduation under the foreign language component of the Language rubric.  The Monmouth College catalogue gives the following description of courses that meet the Language requirement:

STUDENT LEARNING OUTCOMES (SLOs) FOR THE CLASS:

Upon successful completion of this course, students should be able to do the following, and more:

1)      Recognize and analyze complex forms and patterns in Greek sentences.

2)      Develop a vocabulary of Greek words and English grammatical terms that will be necessary for reading Greek and analyzing its structure.

3)      Read complex Greek sentences and short passages.

4)      Read Greek sentences aloud with attention to consonant combinations, vowel quantities, and word accent, and understand Greek words when spoken.

5)      Demonstrate an understanding of and sensitivity to the differences between ancient Greece and other cultures, and between Greek and other languages.

6)      Enhance your broader analytical abilities through close study of a language that is very different from English.

SLOs 1-4 will be assessed on quizzes and tests throughout the semester.  SLOs 5 and 6 will be assessed in class activities and discussion.

STUDENT LEARNING OUTCOMES (SLOs) FOR MAJORS IN CLASSICS:

A student who completes a Classics Major will be able to:

1)      Think critically about the Classical World, including know what questions to ask and how to answer them.

2)      Know the basic structure of one (or more) of the Classical Languages.

3)      Know the broad overview of Greek and Roman history, (the difference between the Republic and Imperial periods, for example), the values prevailing within each culture and period, and the factors that led to changes in the political, social, and economic structures.

4)      Be familiar with Classical literature, including the major authors, genres, groupings, and relationship of literature to history and culture.

5)      Understand the role of Classics in the modern world.

EVALUATION AND GRADING:

Class PREPARATION AND performance:

You are to write out any assigned homework before class, according to the instructions in the book and the syllabus, and bring it with you each day.  The homework should be completed on notebook paper, and written out clearly enough that it would be easy for me to see that you have done your assignment.  Your homework should not be written in your textbook, nor should you write notes for translating sentences above them, or in the margins (you may write notes in the book about forms or concepts, to clarify or expand on what is given there, if you would like, though).   When you are preparing paragraph-length readings from our main textbook, you may write out a translation, but in class, I would like you to refer only to vocabulary and grammar notes to help you as you are translating.  Those notes may include markup as well, if it is assigned, or if you just think it would help you.  We will go over at least portions of each assignment in class, and you will be expected to correct your work in a different color of pen or pencil than that with which you wrote it.  On most days, I will either look at your written preparation for the day in class or collect it, and assign you a score between 0 and 5 based on the completeness of your work and, where applicable, attendance to assigned concepts and accuracy of corrections.  If I check homework in class, I will do so at the beginning of class, and if you are not present when I am doing so, you will not receive credit for your homework on that day.  If you are absent on a day when I check or collect homework, you will also not be able to make it up, unless your absence is for a reason that is genuinely excusable and beyond your control; I will be the arbiter of the justifiability of your absence, and may require some documentation as I make my decision.  

Beyond just homework, active participation in class is essential to your learning.  Class performance includes not only being prepared, attentive, and involved in class, but also coming to class on time and bringing all required materials with you.  You must be ready to answer questions in class based on the homework you have done, to volunteer to answer questions when they are offered to the class as a whole, to take part in any class activities, and to take notes and correct homework as necessary.  When you are assigned pages to read, you need to read those pages carefully, and learn the forms, concepts, and vocabulary taught there.  You should be ready to answer questions about any of the matters covered in the reading, to explain and analyze concepts and constructions that have been introduced, and to produce any of the forms presented in the reading.  You should also aim to learn each chapter’s vocabulary list on the first day that you work on a chapter.  Your grade in this category will be based on a combination of my observations and notes and your own assessment of your performance in this area.

To help both you and me keep up with your preparation and participation throughout the semester, you will have your own Preparation and Performance (P&P) folder that contains a self-assessment instrument.  At the end of each class period, you will assess your own participation based on, for example, your level of preparation for class, the quantity and quality of your contributions to class activities and discussion, etc.  I will review your self-assessments and, if needed, alter them to reflect my assessment of your participation based on observation and evidence.  At one or more points in the semester, you will need to provide an overall assessment of your preparation and participation based on your daily logs.  At the end of the semester, I will average the daily scores and incorporate your written assessments to determine the final Class Preparation and Performance grade.

Quizzes: 

Quizzes will be given regularly throughout the term.  Some of them will be announced in advance; others will not.  If you miss a quiz for reasons that are not justifiable and are within your control, you will receive a zero on it, but it is always better to speak with me in such circumstances than not to do so.  If you arrive to class late and the quiz has begun, you may take the quiz but must hand it in with everyone else (unless there are special circumstances).  If you arrive after the quiz has been handed in, you will not be allowed to take it unless there have been justifiably extenuating circumstances.  However, quizzes may be taken ahead of time for acceptable reasons if we make arrangement well in advance of the scheduled date.  Depending on how many quizzes I have given by the end of the term, I will drop the lowest two or three scores, including missed quizzes, before tabulating your final grade. 

Tests: 

There will be four exams, including the final exam.  Each one will be announced far enough in advance to give you sufficient time to study well.  Exams may be taken ahead of time for acceptable reasons if we make arrangement well in advance of the scheduled date.  Missed exams, however, may be made up only if missed for one of the following reasons, and only with sufficient documentation: debilitating or contagious illness, family emergency, mandatory religious obligation, or participation in authorized College activities.  You must make every effort to contact me before the exam if a make-up is necessary, and you must take the make-up exam within five class days of the scheduled date.  In certain circumstances, however, I will allow exams to be made up for partial credit even if I do not find the justification for missing it to be particularly valid.  The final exam for the course is scheduled for Monday, Dec. 12, at 3 PM.

Attendance:

Attendance is crucial in Greek class.  When you are absent, you miss opportunities to read, hear, and speak Greek, to interact with your fellow students, to participate in class activities, and to learn through the instructor’s explanations and feedback.  You may occasionally, however, need to miss a class for illness or other reasons.  Thus you will not be penalized for your first three absences, whatever the reason for them.  If you miss more than three classes, however, your grade or status in the class will be affected according to the following parameters:

• For absences four and above, your attendance grade will drop five percent for each absence (to 95%, then 90%, etc.).

Normally, the three-absence cushion should account for matters outside of your control that would keep you from attending class, so the fourth one, even if it could be excusable on its own, serves as the consequence for classes missed previously that were within your control, and it underscores the importance of your being present: any absence, for whatever the reason, detracts from your learning in the class.  However, I recognize that a person can, at times, run into circumstances that can keep her or him out of class on several occasions without any fault on the student’s part.  If your first three absences were all due to debilitating or contagious illness, family emergency, mandatory religious obligation, or participation in an authorized College activity (for any of which I may require documentation), I will not penalize you for a fourth absence either, if that also was precipitated by one of those circumstances.  For absences beyond the first three that you believe should be excused, you should contact me beforehand if you are in position to know about the absences in advance (such as if you have a mandatory religious or College obligation); if the absence is the result of an emergency, you should notify me within three days of the missed class.  Please speak with me if you have a different reason for your absence that you think may be excusable.  I will be the sole arbiter as to whether an absence will be considered excused.  Further details:

• Missing 25 or more minutes of class (whether at the beginning, middle, or end) counts as an absence.
• Three times arriving late counts as an absence.
• If you walk in after I have taken attendance, it is your responsibility to make sure I have marked you present for the time that you were in class.

Grade Breakdown:      Attendance                                                      10%

                                                Class preparation and performance                 20%

                                                Average of quizzes                                          20%

                                                Average of exams                                            50%

Percentage/Grade Equivalents:

93+   = A        87-89 = B+     77-79 = C+     67-69 = D+    59 and below = F

90-92 = A-      83-86 = B        73-76 = C        63-66 = D      

                        80-82 = B-      70-72 = C-      60-62 = D-

Required TextS:

Balme, M., and G. Lawall.  Athenaze: An Introductioon to Ancient Greek, Book I.  Second edition. 2003.

Balme, M., G. Lawall., and J. Morwood  Athenaze: An Introductioon to Ancient Greek, Book II.  Revised third edition. 2015.

Recommended TextS:

Lawall, G., J. F. Johnson, and L. Miraglia.  Athenaze: An Introductioon to Ancient Greek, Workbook I and Workbook II.  Second edition.  2004.

Lawall, G., J. F. Johnson, C. King, and J. Morwood.  Athenaze: An Introductioon to Ancient Greek, Workbook II.  Revised third edition.  2015.

course engagement expectations:

This course is scheduled to meet 4 days per week for 50 minutes for the equivalent of roughly fourteen weeks.  You should expect to spend on course reading, homework, memorization, etc. approximately two hours outside of class for every hour in class. Assigned activities may take each student a different amount of time to finish; however, the weekly average for all students in the course for those matters should be 10 hours.  Intensive studying for exams and preparation for a project you might do at the end of the semester will be in addition to the standard weekly preparation, but will likely average out to an extra two hours per week.  The time estimates for the course thus break down as follows:

            In class activities                                                                                 4.0 hours

            Homework                                                                                          6.0 hours

            Review of course material and class preparation                                 2.0 hours

            Intensive studying and preparing for projects (averaged out)              2.0 hours

Average per week:                                                                            14.0 hours

class behavior Expectations:

To maintain a classroom environment in which everyone can learn, please show the respect and courtesy to others that you would expect in turn.  Here are a few of the ways in which you can show respect and courtesy:

·        Be in your seat on time for class, and remain for the duration of each class.

·        Have a notebook, pen, and relevant materials out and ready to use throughout class.

·        Be ready to answer questions about the day’s homework and other relevant subjects, to work on in-class assignments individually and with peers, and to share your work in small groups with the whole class.

·        Remain quiet while I or others in class are speaking.

·        Show support for those who speak in class by your demeanor and body language.

·        Focus on the content of the class, not on personal electronic devices; all such items should be turned off and packed away during class, unless they are being used for class matters, in a way that is not distracting to your classmates or me.

·        You may eat and drink in class, but only if it is not distracting to other students or me.

E-mail Courtesies:

When sending me e-mail, please observe the following courtesies:

·        Begin the message with a salutation of some sort (Dr. Simmons, Prof. Simmons, Διδάσκαλε Σíμμονς, etc.).

·        Include a reasonably accurate subject line.

·        Capitalize and punctuate where appropriate, and proofread to make sure that you are communicating clearly.

·        At the end of the message, please identify yourself by the name by which I know you (first name or nickname).

I will get back to you as soon as I can.  Sometimes a response will be immediate; on other occasions it may take me several hours, and quite possibly a full day if you write late in the day, at night, or on a weekend, if I need to give some thought to a response before providing one, or if I simply have other things I need to get done before I can get to e-mails.

Special Needs: 

Anyone who has a special need that may require some modification of seating, testing, or other class requirements should see me as soon as possible.  I will be pleased to make the appropriate arrangements in consultation with you.  Depending on the modification, you may need to be registered with Disability Support Services.   

Disability Support Services:

If you have a disability or had academic accommodations in high school or another college, you may be eligible for academic accommodations at Monmouth College under the Americans with Disabilities Act (ADA). Monmouth College is committed to equal educational access.  Students with disabilities can apply for accommodations at the Teaching and Learning Center (TLC). The TLC is located on the 2^nd floor of Poling Hall. For more information, call 309-457-2257 or connect online at http://ou.monmouthcollege.edu/life/disability-services/default.aspx.

Academic honesty:  

From the Monmouth College Academic Honesty Policy:  “We view academic dishonesty as a threat to the integrity and intellectual mission of our institution. Any breach of the academic honesty policy – either intentionally or unintentionally – will be taken seriously and may result not only in failure in the course, but in suspension or expulsion from the college.  It is each student’s responsibility to read, understand and comply with the general academic honesty policy at Monmouth College, as defined here in the Scots Guide, and to the specific guidelines for each course, as elaborated on the professor’s syllabus.

“The following areas are examples of violations of the academic honesty policy: 

1. Cheating on tests, labs, etc;
2. Plagiarism, i.e., using the words, ideas, writing, or work of another without giving appropriate credit;
3. Improper collaboration between students, i.e., not doing one’s own work on outside assignments specified as group projects by the instructor;
4. Submitting work previously submitted in another course, without previous authorization by the instructor.

“Please note that this list is not intended to be exhaustive.”

The complete Monmouth College Academic Honesty Policy can be found on the College web page by clicking on “Student Life” then on “Student Handbook” in the navigation bar on the top of the page, then “Academic Regulations” in the navigation bar at the left.  Or you can visit the web page directly by typing in this URL:  http://www.monmouthcollege.edu/life/residence-life/scots-guide/academic.aspx.

In this course, any violation of the academic honesty policy will have varying consequences depending on the severity of the infraction as judged by the instructor.  Minimally, a violation will result in a loss of points on the assessment in question, possibly down an “F” or even 0 points for a final score on the assessment.  Additionally, the student’s course grade may be lowered by one letter grade from what her or his numbers otherwise indicated she or he would otherwise have earned.  In severe cases, the student will be assigned a course grade of “F” and dismissed from the class.  All cases of academic dishonesty will be reported to the Associate Dean, who may decide to recommend further action to the Admissions and Academic Status Committee, including suspension or dismissal.  It is assumed that students will educate themselves regarding what is considered to be academic dishonesty, so excuses or claims of ignorance will not mitigate the consequences of any violations.

Help outside of class:

You should not hesitate to talk with me about any difficulties you are having—Greek is a difficult language, and I want to help you do the best you can at it.  Speak with me as soon as you are having trouble; letting a problem fester is likely to make it worse.  Also, tutoring is available from 7-9 PM, Sunday through Thursday, at Einstein Brothers Bagels. 

Schedule of Assignments:

Key to the schedule, and notes on how you should do your homework and prepare each chapter:

• The assignments below are due on the days on which they are listed. 
• All assignments are from Athenaze; first Book I, then later Book II.
• “Read” means that you should read through and learn the forms and concepts given on the pages assigned, and/or read and understand the culture matters given in those assigned pages.  It does NOT mean that you need to translate all of the Greek or do all of the exercises given on those pages; whatever I need you to do along those lines will be specified separately. 
•  “Write out” means to write out translations of the items in the given exercise, or follow the directions in the exercise to complete it.  If you are only to do a selection of the items within an assigned exercise, the items you must do will be in parentheses after the specified exercise.  Please note that when you see two exercises, with parentheses following only the second one, the parenthetical instructions refer only to the second one, not to both of them.  Example: “Write out exx. 3α and 3β (1-2), p. 27” means to do ALL of exercise 3α and just exercises 1-2 of 3β.
• “Prepare,” when applied to paragraph-length readings in Greek from Athenaze, means to read and take notes on the reading well enough in advance of class that you will be able to translate it ably when called upon in class, but without reference to a full translation.  You may write out such a translation, but in class, I would like you to refer only to vocabulary and grammar notes that you have prepared before class to help you as you are translating.  Those notes may include markup as well, if it is assigned, or if you just think it would help you. 
• Vocabulary for each of the two sections in each chapter appears at the beginning of the section.  You are accountable for each of the words in each half-section, unless I indicate otherwise.

·        Every other Friday (starting in the second week) is a Greek Experience Day—in addition to your regular homework, come to class with some connection you have recently noticed between the world of ancient Greece and the world that you experience—vocabulary connections, culture connections, architecture connections, etc.

• As you are working on your homework or studying for quizzes or exams, you might seek assistance from the many online resources for this book. 

o   One of them, given immediately below, comes from the official Athenaze web site: http://global.oup.com/us/companion.websites/9780199363247/student/.

• Another of them has been assembled, through hundreds of hours of work, by Prof. John Gruber-Miller at Cornell College.  The site’s address is the following: http://www.cornellcollege.edu/classical_studies/ariadne/index.shtml.  It includes oral readings of Greek letters, diphthongs, words, and sentences, to reinforce your sense of the sounds of Greek.  It includes supplementary exercises, images, and readings on ancient Greek culture (with particular attention to the lives of women, the poor, and slaves).  It includes Greek greeting and pleasantries.  It includes scripts for interactions between people based on the stories and vocabulary you will be learning. 
• The University of Victoria in Canada has some excellent quizzing and review exercises to help you learn vocabulary and other material for Athenaze at http://web.uvic.ca/hrd/greek/.
• And for general Greek review, John Gruber-Miller has another site that he has set up: http://www.cornellcollege.edu/classical_studies/reviewgreek/.

Day 1 (Tuesday, August 23)

·     Review our summers

·     Go through the syllabus

·          

·     Re-introduction to Greek

Day 2 (Thursday, August 25)

·     Quiz I--Greek alphabet

·     Forms and meanings to review:

o   Uses of noun cases (p. 20)

o   Forms of first- and second-declension nouns (pp. 31 and 40)

o   Main present-tense verb forms (pp. 38-39)

Day 3 (Friday, August 26)

·     Forms and meanings to review (each of the sections includes a page number, or page numbers, where these forms and concepts were initially introduced; please refer back to pages in the main parts of the text to fill in other information about these topics):

o   Definite articles (p. 287)

o   Cases and declensions of nouns (pp. 287-291, skipping over forms introduced after page 163 in the main part of the book)

o   Tenses, voices, and moods of verbs (pp. 301-311)—skip aorist and imperfect tenses and anything else noted as being introduced past page 163

·     Prepare paragraphs 1-2, pp. 156-157—you did this last spring, so you will have a big head start in dealing with it.  I want you to work on UNDERSTANDING what you are reading as well as you can.

Day 4 (Monday, August 29)

·     Forms and meanings to review for Wednesday (referring back to pages in the main parts of the text to fill in other information about these topics):

o   Tenses and voices of participles (pp. 291-292 and 294-295)

o   Adjectives of different declensions and sorts (p. 291, 292-293, and 297-298)

o   Pronouns of various sorts (pp. 297-300)

·   Prepare paragraphs 3-4, p. 157—you did the first if the paragraphs this last spring, so you will have a big head start in dealing with it.  I want you to work on UNDERSTANDING what you are reading as well as you can.

Last day to drop a course without a fee

Day 5 (Tuesday, August 30)

·   Greek diagnostic exam

Day 6 (Thursday, September 1)

Assignment due today:

·  Read pp. 166-167

·  Write out ex. 10η (1, 2, 6), p. 168

·  Prepare paragraphs 1-2, p. 165

Day 7 (Friday, September 2)

·   Read pp. 168-169 

·   Write out ex. 10θ, p. 169

·   Greek Experience Day: come to class with some connection you have recently noticed between the world of ancient Greece and the world that you experience—vocabulary connections, culture connections, architecture connections, etc.  Having such a connection to share counts as a portion of your homework.

Day 8 (Monday, September 5)

·     Read pp. 170-171

·     Write out exx. 10ι (1-3), 10κ (1-2), and 10λ (1-3), pp. 170-171

Day 9 (Tuesday, September 6)

·     Translate paragraphs 3-4, pp. 165-166

Day 10 (Thursday, September 8)

·   QUIZ #1—Ch. 10β

Day 11 (Friday, September 9)

·   Read pp. 176-178 and 183-184

·   Prepare paragraphs 1-2, p. 175

Day 12 (Monday, September 12)

Individual conferences in my office.

·     Read pp. 178-181

·     Write out exx. 11ζ (1-4) and 11η (1-2), p. 182

·     Prepare paragraph 3, pp. 175-176

·     Students who scored below passing on the Ch. 10β quiz must also transliterate exx. 11ζ (1-4) into English characters.

Day 13 (Tuesday, September 13)

·     Read pp. 178-181

·     Write out exx. 11ζ (1-4) and 11η (1-2), p. 182

·     Prepare paragraph 3, pp. 175-176

Day 14 (Thursday, September 15)

·     Read pp. 189-191

·     Write out exx. 11ι (1-5), 11κ (1-9), and 11ν (1), pp. 190-192

·     Prepare paragraph 1, p. 187

Day 15 (Friday, September 16)

·   Prepare paragraphs 2-3, p. 187

·   Greek Experience Day: come to class with some connection you have recently noticed between the world of ancient Greece and the world that you experience—vocabulary connections, culture connections, architecture connections, etc.  Having such a connection to share counts as a portion of your homework.

Day 16 (Monday, September 19)

·   QUIZ #2—Ch. 11

Day 17 (Tuesday, September 20)

·     Read pp. 196-199. 

·     Write out exx. 12ε (1-10), 12ζ (1-5) and 12η (1-2), pp. 199-200

Day 18 (Thursday, September 22)

·     Prepare paragraphs 1-2, p. 194-195

Friday, September 23:

NO CLASS—I have a conference to attend in Chicago for the College

Day 19 (Monday, September 26)

·     Read pp. 200-203, 207-209

·     Write out exx. 12κ (1-4), 12μ (1-4), and 12ν (1-2), pp. 190-191208-209, 211

Day 20 (Tuesday, September 27)

·     Prepare paragraphs 1-2, p. 204-205

Day 21 (Thursday, September 29)

Write out the following exercises:

·  10η (7), p. 168

·  10ι (4), p. 170

·  10κ (5—Greek to English only), p. 171

·  10λ (4), p. 171

·  11^ε (1-4), p. 182 (give just the corresponding aorist form(s) of each verb)

·  11ζ (6, 8), p. 182

·  11ι (6, 10), p. 190

·  11λ (14-18), p. 191

·  11μ (2), p. 191

·  12ε (11-15), p. 200

·  12ζ (8), p. 200

·  12ι (1-5), p. 208

·  12κ (8), p. 209

·  12λ (1-3), p. 209

·  12μ (5), p. 209

Day 22 (Friday, September 30)

·        EXAM #1 (CHH. 10β-12)

Day 23 (Monday, Oct. 3)

·     Read pp. 213-217

·     Write out exx. 13γ (1-5) and 13δ (2-10—change them only to imperfect) on p. 217

Day 24 (Tuesday, Oct. 4)

·     Prepare both paragraphs of the passage on pp. 212-213

Day 25 (Thursday, Oct. 6)

·     Read pp. 218-221, 224-225

·     Write out ex. 13η, p. 225

Day 26 (Friday, Oct. 7)

·     Read pp. 226-228

·     Write out ex. 13ι, p. 169228

·     Prepare the first paragraph of the passage on p. 223

·   Greek Experience Day: come to class with some connection you have recently noticed between the world of ancient Greece and the world that you experience—vocabulary connections, culture connections, architecture connections, etc.  Having such a connection to share counts as a portion of your homework.

Day 27 (Monday, Oct. 10)

·     Prepare the second and third paragraphs of the passage on pp. 223-224

Day 28 (Tuesday, Oct. 11)

·     QUIZ #3—Ch. 13

Thursday and Friday, Oct. 13-14

NO CLASS—FALL BREAK

Day 29 (Monday, Oct. 17)

·     Read pp. 234-240 

·     Write out ex. 14β, p. 238

·     Prepare paragraph 1, lines 1-9, p. 233

Day 30 (Tuesday, Oct. 18)

·     Prepare the rest of paragraph 1, and all of paragraph 2, pp. 233-234

Day 31 (Thursday, Oct. 20)

·     Read pp. 244-245

·     Write out exx. 14δ (1-5), p. 245, and 14ε (1-7), p. 246

·     Prepare paragraph 1, p. 243

Day 32 (Friday, Oct. 21)

·     Read p. 246

·     Write out ex. 14ζ (1-3, 5-7), p. 247

·     Prepare paragraphs 2-3, pp. 243-244

·   Greek Experience Day: come to class with some connection you have recently noticed between the world of ancient Greece and the world that you experience—vocabulary connections, culture connections, architecture connections, etc.  Having such a connection to share counts as a portion of your homework.

Saturday, October 22, 1-4 PM

CLASSICS DAY, on the Quad

Day 33 (Monday, Oct. 24)

·     Prepare paragraph 4, p. 244

·     Bring any questions that you have about the material in Chapters 13-14, and other material for which you are accountable

·     Be ready for any review activities we might do

Day 34 (Tuesday, Oct. 25)

·     Exam #2 (Chh. 13-14)

Day 35 (Thursday, Oct. 27)

Assignment due today (spend 1-2 hours, total, on these tasks):

·        Spend time going over the College Greek Exam syllabus, reviewing things you largely know, and being ready to ask about things that you do not know.

·        Look over the College Greek Exams of 2013 and 2014, do whatever of them you can handle reasonably, and come with questions about them.

Day 36 (Friday, Oct. 28)

·     Do the 2015 College Greek Exam for homework; we will go over it in class

Day 37 (Monday, Oct. 31)

·     College Greek Exam

Day 38 (Tuesday, Nov. 1)

·     No formal assignment

·     In class:

o   Go over College Greek Exam

o   Introduce new material

Day 39 (Thursday, Nov. 3)

·     Read pp. 252-256

·     Write out ex. 15β (1-4)

·     Prepare paragraph 1, lines 1-9, p. 251

Day 40 (Friday, Nov. 4)

·     Prepare paragraphs 2-3, p. 251

·   Greek Experience Day: come to class with some connection you have recently noticed between the world of ancient Greece and the world that you experience—vocabulary connections, culture connections, architecture connections, etc.  Having such a connection to share counts as a portion of your homework.

Day 41 (Monday, Nov. 7)

·     Read pp. 261-263 (through “Contract Nouns of the 2^nd Declension”)

·     Write out ex. 15ζ (1-3, 6), p. 263

·     Prepare paragraphs 1-2 (lines 1-17), pp. 259-260

Day 42 (Tuesday, Nov. 8)

·     Read pp. 263 (starting with “More Numbers”)-264

·     Prepare paragraphs 3-4 (lines 18-34), p. 260

Day 43 (Thursday, Nov. 10)

·     Quiz on Ch. 15

Day 44 (Friday, Nov. 11)

·     Read pp. 269 and 271-273

·     Write out ex. 16β (1-5), p. 270

·     Prepare lines 1-15, p. 267

Day 45 (Monday, Nov. 14)

·     Prepare lines 16-38, pp. 267-268

Day 46 (Tuesday, Nov. 15)

·     Read pp. 276-277

·     Write out 16ε (1-5), p. 278

·     Prepare lines 1-21, p. 275

Day 47 (Thursday, Nov. 17)

·     BOOK 2: Read pp. 3-6 and 7-10

·     Write out exx. 17β (1-5) and 17γ (1-5), pp. 6-7

·     Prepare lines 1-7, p. 2

Day 48 (Friday, Nov. 18)

·     Prepare lines 8-22, pp. 2-3

·   Greek Experience Day: come to class with some connection you have recently noticed between the world of ancient Greece and the world that you experience—vocabulary connections, culture connections, architecture connections, etc.  Having such a connection to share counts as a portion of your homework.

Day 49 (Monday, Nov. 21)

·     Quiz on Chh. 16-17a

Day 50 (Tuesday, Nov. 22)

·     Read pp. 14-15

·     Write out ex. 17ζ (1-5), p. 15

·     Prepare lines 1-10 (stop after the first word of line 10), p. 12

Day 51 (Monday, Nov. 28)

·     Prepare lines 10 (starting with the second word of that line)-21 (stop at the end of the quote on that line), p. 12

Day 52 (Tuesday, Nov. 29)

·     Do the following exercises:

o   15β (7-8), p. 253

o   15ζ (6-7), p. 263

o   16γ (1-2, Greek to English only), p. 270

o   16ε (9-10), p. 278

o   17γ (9-10), p. 7 (Book 2)

o   17ζ (9-10), p. 15 (Book 2)

·     Bring any questions that you have about the material in Chapters 15-17, and other material for which you are accountable

·     Be ready for any review activities we might do

Day 53 (Thursday, Dec. 1)

·     Exam #3 (Chh. 15-17)

Day 54 (Friday, Dec. 2)

·     Prepare lines 1-10, p. 21

Day 55 (Monday, Dec. 5)

·     Read pp. 22-25 and 27-29

·     Write out ex. 18δ (1-5), p. 26

·     Prepare lines 11-16 (stop after the first word of that line), p. 21

Day 56 (Tuesday, Dec. 6)

·     Write out ex. 18δ (6-7), p. 26

·     Prepare lines 1-5 (through the first word on line 5), p. 31

·     Review material you learned in hemi-chapter 18a

·     Think about the sort of final assessment we can do that will reflect the learning you have done over the course of the last two semesters

Monday, Dec. 12, at 3 PM

·     Final  assessment